How Do Graduate Teaching Assistants Perceive and Understand Their Autistic College Students?

Abstract

Abstract

Background:

As autistic college students increase in number, it is important to identify how to best support them. Beyond the increased academic demands of higher education, many autistic young adults struggle with social interactions, time management, emotion regulation, and routine changes. Having an accurate understanding of Graduate Teaching Assistants' (GTAs') knowledge of neurodiverse learners could inform improvements to GTA training programs.

Methods:

We explored GTAs' understanding of autism spectrum disorder (ASD) and any related pedagogical training. We used the Autism Awareness Survey by Tipton and Belcher and several supplemental questions to assess 92 GTAs' knowledge of ASD (65% female [n = 59], mean age = 27 years [standard deviation, SD = 4 years], 69% Caucasian [n = 62]).

Results:

Most GTAs (n = 76; 83%) had heard of ASD, primarily from a family member (n = 51; 66%). Out of 14 questions, 61% (n = 56) of GTAs answered at least 10 accurately. Eight questions were answered correctly by more than 75% of respondents, indicating some understanding of ASD, although room for improvement remained. GTAs with an autistic family member were not more knowledgeable about ASD, nor did they report feeling better-equipped to support autistic students. The majority of GTAs (n = 89; 97%) had not received any ASD-specific pedagogical training and only 15% of GTAs felt well-equipped to teach autistic students.

Conclusions:

While most GTAs answered basic knowledge questions about ASD correctly, they did not feel prepared to support autistic students. Increased understanding of neurodiverse learners could help GTAs foster a more supporting and inclusive environment and improve academic and social outcomes for autistic students. Further research is needed on what specific supports autistic learners need in the college classroom, how to train GTAs on how to provide these supports, and how to measure the effectiveness of such interventions.

Lay Summary

Why was this study done?

As more autistic young adults attend college, it is important to identify how to best support them. Beyond the increased academic demands of higher education, many autistic college students struggle with social interactions, time management, emotion regulation, and routine changes. These issues can present challenges to completing college, despite being intellectually capable. At present, 18% fewer autistic college students graduate compared with their neurotypical classmates.

What was the purpose of this study?

We aimed to better understand how Graduate Teaching Assistants (GTAs) understand autistic college students and assess how much training they received to support autistic learners.

What did the researchers do?

Ninety-two GTAs completed an online survey about their knowledge of autism spectrum disorder (ASD) and their teaching and training experiences.

What results did the researchers find?

Most GTAs (83%) had heard of ASD, primarily from a family member (66%). Sixty percent of GTAs answered at least 10 out of 14 questions accurately and more than 75% of respondents answered at least eight questions correctly, indicating some, although limited, understanding of ASD. GTAs with an autistic friend or family member were not more knowledgeable about ASD nor did they report feeling better-equipped to support autistic students in the classroom. The majority of GTAs (97%) had not received any training specific to the autism spectrum. Only 15% of GTAs felt well-equipped to teach autistic students. GTAs showed some limited understanding of ASD, but did not feel prepared to support autistic students and had not received education or help on how to do so.

What are some of this study's weaknesses?

This study was conducted at one large research university, and so may not generalize to other universities. Participants who were more interested in autism, such as graduate students in psychology or education, may have chosen to take this survey and therefore may have been more knowledgeable than other GTAs who did not participate. Given the diversity of strengths and weaknesses within the autistic population, it will be critical for future studies to use instruments specific to this population, which comprises young adults with average to above-average cognitive and language abilities.

How will this study help autistic adults?

This study establishes the need for greater training for GTAs on how to support autistic students. Better training and access to neurodiversity teaching resources may improve GTAs' confidence and efficacy in the classroom. Increased understanding of neurodiverse learners may foster a more supportive and inclusive academic culture. Prior research has shown that having a college degree leads to more job opportunities and increased pay. Providing proper training on how to support neurodiverse learners may improve the educational experience for autistic college students and decrease the gap in graduation rates.